Note: Teacher should explain the difference between primary and secondary sources, and the student should be encouraged to identify each link as being either a primary or secondary source.
Refer to the following questions as a guide for viewing the LOC documents throughout the lesson. A short written answer to each question is helpful for following activities.
Churchill clearly believed in the concept of an Iron Curtain. Was he alone in this perception? Who else shared this belief? Explain.
How might actions such as the Ukrainian famine influence American perceptions of Russian Communism?
Is the concept of the “Union of Writers” (in effect a propaganda instrument) in any way consistent with First amendment of the American Constitution? How might the very existence of such an organization influence American thought about Communism? Explain.
The cartoons presented here were all written after the dramatic events that surrounded the demise of Communism in 1989. What do they say about the perception of Communism within Communist countries?
1) Short Essay—5 points
The Soviet government always maintained that it was a movement for the people. Based on the available documents, are the Soviet actions consistent with the American concept of a “government of the People, by the people and for the people?”
2) Draw a cartoon about communism and the Cold War. Your cartoon can be subjective and somewhat open-ended. However, some useful topics for your cartoon might include any of the following:
Answers and total point values may vary, but a useful rubric might include the following:
5 points—Excellent. The student uses information from the LOC, draws a conclusion, defends it admirably and shows a strong, fluid writing style with no major errors.
4 points—Good. The student draws a conclusion but either does not defend it thoroughly or can not express it well in writing.
3 points—Average. The student draws a conclusion, but either has errors, is not terribly original or has some fundamental flaws in writing.
2 points—barely passing. The student has identified some elements of a conclusion but can support it well and/or very poor writing style.
1 point—failing. The student has absolutely minimal information.
0 points—The student either does not submit an essay or submits work that is plagiarized, or of obviously inferior quality or quantity.
Rubric for Cartoon
Cartoons and grading can vary, but a useful rubric might include the following
5 points 3 points 1 point 0 points
Student clearly demonstrates Theme is clear, tangible, relevant Theme present, reader Theme present but poorly non-existent
a theme related to class. No guesswork required when reading must make guesses demonstrated and highly